Abstract
This study investigates preliminary findings from the 2009 administration of the
Strategic National Arts Alumni Project (SNAAP), comparing alumni perceptions of
institutional contributions to the development of skills and competencies across
high school, undergraduate, and graduate arts training programs. Responses from
4,031 arts alumni suggest significant differences between perceived skill
development contributions in the areas of artistic technique, communication skills,
social skills, personal growth, research skills, and technology skills. High school
alumni report significantly greater perceived institutional contributions to their
development of artistic technique, communication skills, social skills, and personal
growth. Graduate alumni report significantly greater perceived institutional
contributions to their development of research and technological skills. Potential
experiential and curricular reasons for these differences are discussed.